IMPROVING STUDENTS’ WRITING SKILL BY USING FOUR SQUARE WRITING TECHNIQUE (A COLLABORATIVE CLASSROOM ACTION RESEARCH) A Thesis Submitted as a partial Fulfilment of Requirements for S1-Degree
IMPROVING STUDENTS’ WRITING SKILL BY USING FOUR SQUARE
WRITING TECHNIQUE (A COLLABORATIVE CLASSROOM ACTION
RESEARCH)
A Thesis
Submitted as a partial Fulfilment of Requirements for S1-Degree
By:
PUPUT SEPTIANI
NPM : 1311040072
Study Program : English Education
IMPROVING STUDENTS’ WRITING SKILL BY USING FOUR SQUARE
WRITING TECHNIQUE (A COLLABORATIVE CLASSROOM ACTION
RESEARCH)
A Thesis
Submitted as Partial Fulfillment of
the Requirements for S1-Degree
By
PUPUT SEPTIANI
NPM. 1311040072
Study Program : English Education
Advisor : Iwan Kurniawan, M.PdCo-Advisor : Nurul Puspita, M.Pd
ABSTRACT
IMPROVING STUDENTS’ WRITING SKILL BY USING FOUR SQUARE
WRITING (A COLLABORATIVE CLASSROOM ACTION RESEARCH) TO
THE EIGHTH GRADE STUDENTS OF MTS MUHAMMADIYAH 02
PUBIAN LAMPUNG TENGAH IN THE ACADEMIC YEAR OF 2018/2019
By:
Puput Septiani
Based on the phenomena taking place in school that the students considered writing as the most difficult skill. The objective of the research was to describe whether or not and to what extent four square writing technique can improve students’ writing skill; and how was the process of implementing teaching writing when four square writing technique was implemented in the writing classes.
The research design was collaborative classroom action research. It was conducted into two cycles and each cycle consisted of four meetings and involved four steps namely planning, action, observation and reflection. The research data were collected by using techniques of observation, interview, and test. The subject of this research was a class of the eight grade of MTs Muhammadiyah 02 Pubian Lampung Tengah which consist of 31 students.
The result showed, there were positive improvements in either students’ writing skill or the class situation during the teaching learning processed. It can be seen from result of each post-test which is improved. Me an scores of the students’ test in cycle 1 at first and second meeting were 70.87and 80.4. Mean scores of st udents’ test in cycle 2 at third and fourth meeting were 87.25 and 92.32. Indicator of success was 80% of students achieved score >70 in writing test, it means teaching foursquare technique improved students’ writing skill.
Keywords: Writing Skill, Descriptive text, Foursquare.
DECLARATION
I am a student with the following identity: Name : Puput Septiani Student’s Number : 1311040072 Thesis : Imp roving Students’ Writing Skill by Using Four Square
Writing Technique (A Collaborative Classroom Action Research) to the Eighth Grade Students of Mts Muhammadiyah 02 Pubian Lampung Tengah in the Academic Year of 2018/2019
Certified that this thesis is definitely my own work. Researcher is completely responsible for the content of this thesis. Other opinions or finding included in the thesis are quoted or cited in accordance with ethical standards.
Bandar Lampung, 02 October 2018 Declared by, Puput Septiani NPM.1311040072
DEDICATION
This thesis is dedicated to: From the deepest part of my heart, this thesis is dedicated to everyone who cares and loves me. I would like to dedicate this thesis to:
1. The beloved parents, Mr. Sugio Pranoto and Ms. Suliyah who always pray for my success and give me motivation and support to study hard until now. I love them so much.
2. The beloved Sister Dwi Nur Sinta who always gives me spirit and suggestion for my success.
3. The beloved grandfather, grandmother, uncle, aunt, cousin, friends, who have motivated and prayed for me
4. The beloved lecturers and almamater UIN Raden Intan Lampung which has contributed a lot for my development.
MOTTO
“ If the ocean were ink (where with to write out) the words of my Lord, sooner would
the ocean be exhausted than would be words of my Lord even if we added another 1
"
ocean like it for its aid. (QS. Al-Kahfi: 109)
CURRICULUM VITAE
th
Puput Septiani was born in Lampung Tengah on September 03 , 1995. She is the first child of Mr. Sugio Pranoto and Ms. Suliyah. She has one sister. She lives on Jalan Pramuka, Desa Semanggi, Kelurahan Segalamider, Kecamatan Pubian, Kabupaten Lampung Tengah.
She started her formal study at SD Negeri 02 Pubian in 2001 and graduated in 2007. After that she continued her study at SMP negeri 1 Pubian and graduated in 2010. Then she continued her school at MAN 1 Pringsewu and finished in 2013.
After finishing her study at MAN 1 Pringsewu, she continued her study at Raden Intan Islamic University Lampung in 2013 in English Educational Program of Tarbiyah and Teacher Training Faculty of State University of Islamic Study program.
Bandar Lampung, 02 Oktober 2018 Puput Septiani
ACKNOWLEDGEMENT
First of All, praise be to Allah, the Almighty God, the Most Merciful and the Most Beneficent, for blessing me with His mercy and guidance to finish this thesis. The peace is upon to our prophet Muhammad SAW, as well as his family and followers.
This thesis is presented to the English Education study program of UIN Raden Intan Lampung. The primary aim of writing this thesis is to fulfill a part of students’ task in partial fulfillment of the requirement to obtain S1-degree.
In relation to the writing and finishing of this thesis, great appreciation and sincerest gratitude be expressed to the following people:
1. Prof. Dr. H. Chairul Anwar, M.Pd, the Dean of Tarbiyah and Teacher Training Faculty of UIN Raden Intan Lampung.
2. Meisuri, M.Pd, the chairperson of English Education Study Program of UIN Raden Intan Lampung.
3. Satria Adi Pradana, the first primary examiner of who tasted and direct her in the examination session until the completion of this thesis well.
4. Iwan Kurniawan, M.Pd, the first advisor, who has patiently guided and directed her until the completion of this thesis well.
6. All lecturers of English department of UIN Raden Intan Lampung who have taught her since the first of her study.
7. Mr. Budi Alhamid S.Pd, the Headmaster of MTs Muhammadiyah 02 Pubian Lampung Tengah, for allowing the research.
8. English teacher of MTs Muhammadiyah 02 Pubian Lampung Tengah, Mr.
Taufiq, S.Pd for being helpful during the research process and giving suggestion during the research and the students at the first semester of the eighth grade of MTs Muhammadiyah 02 Pubian Lampung Tengah for allowing to carry out the research in their institution and for giving the contribution and being cooperative while conducting the research there.
9. The beloved parents; Sugio Pranoto and Suliyah, younger sisters; Dwi Nur Sinta and my cousin Indah Purwati who always give love and support for the research.
10. The beloved friends; Reni Eva Astika Putri S.Pd, Jasenda Indah Rahajeng S.Pd, S.Pd, Mugiyarti S.E, Ahmad Khoirul Walid S.Pd, Heni Aprina S.Pd, Septi Nurlinda S.Pd, Dewi Yuliani S.Pd, Fathiya El Rahma S.Pd, all of my friends thanks for your friendship and especially for PBI A.
Bandar Lampung, 02 October 2018 The Researcher,
TABLE OF CONTENTS
1 B. Identification of the Problem .................................................
10 CHAPTER II REVIEW OF LITERATURE .................................................. 11 A.
9 G. Scope of the Research ...........................................................
9 F. Uses of the Research ................................................................
8 E. Objective of the Research .......................................................
8 D. Formulation of the Problem ....................................................
8 C. Limitation of the Problem .......................................................
Background of the Problem ....................................................
Page
1 A.
CHAPTER I INTRODUCTION ...................................................................
LIST OF APPENDICES ............................................................................................. xv LIST OF FIGURE ....................................................................................................... xvii
xiv
ADMISSION ................................................................................................................. v DECLARATION .......................................................................................................... vi MOTTO ........................................................................................................................ vii DEDICATION .............................................................................................................. viii CURRICULUM VITAE ............................................................................................. ix ACKNOWLEDGEMENT .......................................................................................... xi TABLE OF CONTENTS ............................................................................................ xiii LIST OF TABLES ........................................................................................................
iv
COVER ........................................................................................................................ ii ABSTRACT ................................................................................................................... iii APPROVAL ...................................................................................................................
Concept of Teaching English as Foreign Language ........ 11 B. Concept of Writing ........................................................... 12 C.
G.
How to Measure Writing Skill.......................................... 21 H. Approach, Method and Technique ................................... 22 I. Concept of Four Square ................................................. 24 J. Procedure of Teaching Learning Writing using Four
Square .............................................................................. 25 K. Advantages of Using Four Square Writing Technique .... 29 L.
Disadvantages of Using Four Square Writing Technique ......................................................................... 30 M. Teacher’s and Students’ Problem in Writing ................... 31
CHAPTER III RESEARCH METHODOLOGY ............................................ 33
A. Research Design .............................................................. 33 B. Models of Research ......................................................... 40 C. Procedure of Research ..................................................... 41 D. Setting of Research ......................................................... 44 E. Subject of Research ......................................................... 44 F. Technique of data Collecting ........................................... 44 G. Indicators of Success ....................................................... 45 H. Research Instrument ........................................................ 47 I. Technique of Data Analyzing .......................................... 50 ...................... 55CHAPTER IV RESEARCH FINDING AND DISCUSSION A. General description of Place ............................................. 55 B. Implementing Action Research (Cycle 1) ........................ 58 1. Planning .................................................................... 58 2. Acting ........................................................................ 59 3. Observing .................................................................. 63
3. Observing .................................................................. 71 4.
Reflecting .................................................................. 73 D. After Implementing the Action ........................................ 74 1.
Result of Student’Score ............................................. 74 2. Result of Teachers’ Interview .................................. 78 3. Result of Students’ Interview .................................... 79 4. Discussion ................................................................. 80
CHAPTER V CONCLUSION AND SUGGESTION ................................ 84
A. Conclusion .............................................................................84 B. Suggestion ....................................................................... 84
REFERENCES .......................................................................................................... 86
APPENDICES ........................................................................................................... 89
LIST OF TABLES
Page Table 1.1
Students’ Score of Writing ........................................................4
Table 2.1 Analytic scoring rubric ..............................................................21Table 2.2 Categorizing pictures .................................................................27Table 2.3 Categorizing of Word ................................................................27Table 2.4 Example of feeling sentences ...................................................27Table 2.5 Example of placing a sentence centre of four square ...............28Table 2.6 Table 8 Table of Connecting Word ...........................................29Table 3.1 Spesefication of Observation ....................................................48Table 3.2 Spesefication of Interview for students .....................................49Table 3.3 Scoring writing Rubric .............................................................53Table 4.1 Data of Teacher at MTs 02 Pubian Lampung Tengah ...............56Table 4.2 Data of Facilities at MTs 02 Pubian Lampung Tengah ............57Table 4.3 Schedule of the research ...........................................................57Table 4.4 Data Analysis .............................................................................58Table 4.5 Students’ Achievement for writing Post-Test 1 ........................75
Table 4.6 Students’ Achievement for writing Post-Test 2 ........................76
Table 4.7 Students’ Achievement for writing Post-Test 3 ........................76
Table 4.8 Students’ Achievement for writing Post-Test 4 ........................77 Table 4. 9 Impro vement of Students’ Mean Sore .......................................78
LIST OF FIGURE
Page Figure of Cyclical AR model ..............................................................................41
LIST OF GRAPHS
Page Graph 1
Students’ Writing Score Post-Test 1 .............................................75 Graph 2
Students’ Writing Score Post-Test 2 .............................................76 Graph 3
Students’ Writing Score Post-Test 3 .............................................77 Graph 4
Students’ Writing Score Post-Test 4 .............................................77 Graph 5
Improvement of Students’ Mean Score .........................................78
CHAPTER I INTRODUCTION A. Background of the Problem Writing is the most difficult language skill. It is also considered as the
most complicated language skill to be learned, compared to other language skills. Siahaan stated that there are four basic skills that must be mastered. They
1 Writing holds an important role are listening, speaking, reading, and writing”.
in studying foreign languages. Especially in studying English writing is an activity where the researcher must have the ability to compose meaningful information, so the readers would be easily understand.
In writing process we always involve thinking skill and creative skill. The students appeared to have many problems when write in English. As Tribble said that for the moment we can accept that writing is a language skill which is difficult to acquire. Furthermore, one in which relatively few people are
2
required to be expert. It means writing is difficult skills, because the writer need skills on how to write words correctly, how to put and arrange those words into sentences which are supposed to be meaningful according to grammatical rules. Moreover, the problems can arise for some students in writing because it is a complex skill involving multiple process and abilities. Tan stated that writing is a complicated activity in cognitive analysis and linguistic synthesis in
3 a language.
Based on Bachani, in his book “Teaching writing”, stated learning to write in English is more challenging than learning to speak fluently because the context is created through the words alone and without the direct interaction
4
between the writer and the reader. In addition, Sadller et al, wisely remarked in Westwood’s book that, good writing is not only hard work, but also it is an
5 extremely complex and challenging mental task.
Therefore, many reasons suppose that the number of students writing difficulties is even greater than the number experiencing difficulties in other skills. Meanwhile, not only students often found difficulties in writing but teachers also got it. The teachers are also difficult to teach, which, more or less,
6
effect the Process of students’ learning outcomes and has a long process. writing activities starts from pre-writing, drafting, revising, and editing in order to discover and produce ideas and views. Furthermore, the teachers still use conventional teaching to teach
English. In order to solve the students’ problems, the teacher is hoped to able to find the solution to improve students’ 3 Hui-mien Tan,
A study of EFL Learners’ writing Errors and instructional Strategies (Journal of Khun Shan University 4, 2007), pp. 113-122 4 Mohini Bachani, Teaching Writing (Vallabh Vidyanagar: Waymade college of education no years), p.1. 5 Peter Westwood, What teachers need to know about reading and Writing Difficulties writing skill. To solve the problems easier, the teachers can use technique in teaching and learning process.
According to Brown, the process of writing requires an entirely different set of competencies. Written products are often the result of thinking, drafting, and revising procedures that requires specialized skills, skills that not every
7
speaker develop naturally. It means that Writing is a process of transforming ideas into written form which involves several stages. However, many teachers are less aware of the importance of teaching the writing stages to the students as they more focus on the writing products. Consequently, the students’ writing ability is not really good. Teacher should provide the students with the technique that can motivate and to make the students easier to write well.
Based on the preliminary research, the researcher found that many students at the Eighth grade of MTs Muhammadiyah 02 Pubian have difficulties in understanding how to write correctly. To get the data of Pre research the interview was applied to the English teacher and the students of MTs Muhammadiyah 02 Pubian Lampung Tengah. By interviewing the teacher and to the students, one of the interview questions that the researcher asked to the teacher was “what are the problems that are faced by the student in learning writing?” Based on the interview that the writer did to the English teacher, he sa id that the students’ writing ability of MTs Muhammadiyah 02 Pubian is still low. the students’ problems in learning writing are the students still cannot gather the idea to write, and the students make mistakes due to lack of
8 vocabularies.
Based on the result of interview and analyzed the students’ writing ability score showed that the students’ skill in writing is poor. It happened because of some problems; the students have low motivation in writing, the students are not able to write correctly, the students have low vocabulary, the students are not interested in the writing and they still confuse to find out the idea.
According the students, writing is the most difficult skill in English than
9
another skill in English. It can be seen on the table 1 below:
Table 1.1 Students’ Score of Writing skill at the eighth grade of MTs
Muhammadiyah 02 Pubian Lampung Tengah in the academic Year of
2018/2019
Class Student’s No Score A B C D E F Number of Students Percentage 1 11 12 119
13
16 72 39.56% ≥ 70 2 19 18 20 22 17 14 110 60.44% ≤ 70 Total 30 30 31 31 30 30 182 100% 39.56%.
It From the table 1, it can be concluded that students got ≤70 are means that the students’ writing skill is still low and students still under the 8 criteria of minimum mastery. It caused the students were passive during lesson. The KKM of MTs Muhammadiyah 02 Pubian is 70. Teaching writing with appropriate technique is crucial to make the writing class becomes more effective, interesting, and enjoyable for the student.
Mr. Taufiq explained that almost students need more motivation in
10 English subject especially in writing skill. It means that the students need
fresh technique to solve their writing problems. Based on interview by the teacher, the teacher also found some factors of st udents’ problems in learning
English especially their writing skill. The students think that write a paragraph is most difficult one and they got the difficulties in gathering idea when they are going to write, because they are still confuse how to organize their idea to be a good paragraph.
Based on explanation above, the researcher can conclude that an English Teacher must have a good technique to make the students interest to write and more enjoyable in teaching learning process. Teaching writing with appropriate technique is crucial to make the writing class becomes more effective, interesting, and enjoyable for the students. Teacher should apply appropriate technique in teaching writing. The teacher makes teaching writing process more enjoyable and easier to understand by the students, and one of the technique is teaching writing through four square writing technique.
The researcher believes that Four Square Writing Technique is a good technique in conducting writing activity. By conducting a classroom action research that implements Four Square Writing Technique, it is expected that the teacher is able to improve the students’ writing skill. Because four square writing technique is a simple graphic organizer to guide students organize their
11 thoughts or plans before they write a complete paragraph.
Four-Square Writing Technique is a technique of teaching basic writing skills that is applicable across grade levels and curriculum areas. Graphic organizers are visual displays of key content information designed to benefit
12
learners who have difficulty organize information. The step by step approach can help the students in cohesiveness, coherence, and transition words.
Based on the previous research by Siti Fatimah W, at the Eighth Grade Students of SMP Negeri 19 Surakarta in 2009/2010, four square writing technique could improve students’ writing skill especially in students’ writing
13
skill of recount text. The others previous research by Nurul Mahfudhotin, to The Eight Grade Students of SMP Zainuddin Sidoarjo in 2014/2015, four
11 Judith S. Gould; Evan J. Gould, Four Square Writing Method grade 4-6 (Carthage: Teaching & Learning Company, Publisher, 1999), p.v. 12 K. Irwin Bromley
- – L. De Vitis, & M. Modlo, Graphic organizers: Visual strategies
14
students’ composing a narrative text.Based on explanations of previous research above, it can be concluded that are significant differences of previous research to this research. The differences are in these previous research that had been done by Siti Fatimah W and Nurul Mahfudhotin, they said that four square writing technique could improve students’ writing skill of recount text of recount text and the other one that four square writing technique could improve students’ writing skill of composing a narrative text. Meanwhile in this research, the researcher will use four square writing technique to improve st udents’ writing skill especially in students’ descriptive text.
Based on the background above, the researcher used four square writing technique in teaching English, especially to improve the students’ writing skill.
Therefore, the researcher entitled thi s research “Improving Students’ Writing Skill by Using Four Square Writing Technique An Action Research at The Second Semester at The Eighth Grade Students of MTs Muhammadiyah 02 Pubian Lampung Tengah in The Academic Year of 2018/2019”.
B. The Identification of the Problem
1. The students’ writing skill is still low.
2. The students’ still difficult to find out the idea.
3. The teacher is lack of using various technique in teaching writing skill.
C. Limitation of the Problem
In this research, focused on the implementing students’ writing skill on descriptive text by Four Square Writing Technique at Eight Grade of MTs Muhammadiyah 02 Pubian in The Academic Year of 2018/2019.
D. Formulation of the Problems
The background of this research, the main purpose of this study is to find an effective technique in teaching writing. So the formulated research problem as follows: 1.
What extent does four square writing technique improve writing skill of the at eighth grade students of MTs Muhammadiyah 02 Pubian in the academic year of 2018/2019? 2. How is the process of implementing teaching writing skill using four square writing technique to the eight grade students of MTs
Muhammadiyah 02 Pubian in the academic year of 2018/2019?
E. Objective of the research
Objective of this research: 1.
To find out the improvement of students’ writing skill by using four square writing technique at eight grade students of MTs Muhammadiyah 02 Pubian in the academic year of 2018/2019.
2. To know the process of implementing teaching writing skill by using four square writing technique to the eight grade students of MTs Muhammadiyah 02 Pubian in the academic year of 2018/2019.
F. Uses of the research
This research expects that there were some uses of the research as follows: 1.
For the students It can help the students to know their strength and weakness in writing, and will encourage them to improve their writing competence. They will also know to what extent they can understand the use of four square writing technique in descriptive text. They can study to write hard to prove that they can write better.
2. For the teacher
By four square writing technique, the teacher can use four square writing technique in teaching writing descriptive text.
G. Scope of the Research 1.
Subjects of the Research The subject of the research was students at eighth grade of MTs Muhammadiyah 02 Pubian in the academic year of 2018/2019.
2. Objects of the Research The objects of the research was the four square technique and students’ writing skill.
3. Place of The Research The research was conducted at MTs Muhammadiyah 02 Pubian.
4. Time of the Research This research was conducted at the second semester of MTs Muhammadiyah 02 Pubian Lampung Tengah in the academic year of 2018/2019.
CHAPTER II REVIEW OF LITERATURE A. Concept of Teaching and Learning English as a Foreign Language Teaching English as foreign language means that English is taught by
people which English is not their mother tongue or their native language. It is supported by Harmer, English as a foreign language is generally taken to apply to students who are studying general English at school and institutes in their
1
own country or as transitory visitors in a target-language country. According of the statement above, it means that English is international language, but in Indonesia English as foreign language not be used to communicate in daily activity. As we know in Indonesia, English is taught as the foreign language. As a foreign language, English is not used for daily communication. Setiyadi states that in Indonesia, English is learned at schools and people do not speak the
2
language in the society. It means that in Indonesia, English is not used for communication in the daily life.
According to Brown teaching is showing or helping someone to learn
3
how to do something providing with knowledge and causing understand. It means that when we give an instruction to someone about something it is hoped 1 2 Jeremy Harmer, How to Teach Writing, (London: Longman 2004) p.39
that teaching English as foreign language activities he/she will understand the subject that we taught.
Furthermore Harmer state that teaching means to give someone
4
knowledge or to instruct or to train someone. Thus, by teaching or being a teacher, someone transfers knowledge, guides and coach other people in learning process. According the explanation above the researcher concludes that teaching English as foreign language is teaching English in the school as a subject that used in many requirements such as to read literature, technical works, to listen to the music another, and teaching English as foreign language is an action to give motivation to the students to improve their English skills, but it is not used for daily communication in Indonesia. The students who learn English as foreign language will get opportunities to communicate in their school and orally with the speakers of another nationalities.
B. Concept of Writing
Another linguist, Hyland explains that writing is a way to share personal
5
meanings. It means that writing is the way to express feelings and thought to other people that have a meanings. Writing can helps people to communication.
Therefore, when constructing their views (ideas), the people have to make it understandable and acceptable.
According to Harmer, writing is a way to produce language and express idea, feeling, and opinion. Furthermore he states that writing is a process that what people write is often heavily influenced by the constraints of genres, and
6
then these elements have to be presented in learning activities. It means that writing is a way to produce language that comes from our thought. The idea, felling or opinion produce based on writer activity was done. It is also an activity, both physically and mentally which helps the writers put their thought into words in meaningful form.
In order for communication to be successful the people have to structure their discourse in such way that it will be understood by the readers. This is
7
why writing in particular has to be both coherent and cohesive. Coherence means the connections of ideas and points that will be transferred and cohesive means grammatically that used in written language. It describes, the writer will show many things in the written language, such as the way of thinking, knowledge and word to be arranged to sentences form that can be easy to understand it by the reader so that both can make a communication.
For all statement above, the researcher concludes that writing is one of skill in English to transferred id ea, feeling and thought of the writers’ mind
6 which arranged in words, sentences and paragraph using eyes, hand and brain, as information to the reader.
C. Characteristics of Written Language
Brown points out several characteristics of written language which distinguish them from spoken language. The characteristics are as follows:
1. Permanence Spoken language is fleeting. Written language is permanent (or as permanent as paper and computer disk area), and therefore the reader has on opportunity to return again and again.
2. Production Time Most reading contexts allow readers to read at their own rate. They are not forced into following the rate of delivery, as in spoken language.
3. Distance The written word allows messages to be sent across two dimensions: physical distance and temporal distance. The task of the reader is to interpret language that was written in some other place at some other time with only the written words themselves as contextual clues.
4. Orthography In spoken language, we have phonemes that correspond to writing graphemes. But we also have stress, rhythm, juncture, intonation, pauses, the message. In writing we have graphemes punctuation, pictures, or chart lends a helping hand.
5. Complexity Writing and speech represent different modes of complexity, and the most significant difference is in the nature of clauses. Spoken language tends to have shorter clauses connected by more coordinate conjunctions, while writing has longer clauses and more subordination.
6. Vocabulary It is true that written English typically utilizes a greater variety of lexical items then spoken conversational English. Because writing allows the writer more processing time, because of a desire to be precise in writing, and simply because of the formal conventions of writing, lower-frequency word often appears.
7. Formality Writing is quite frequently more formal than speech. Formality refers to
8 prescribed forms that certain written messages must hold on to.
D. Characteristic of Writing Process
Process of writing is one of productive skill needs Harmer stated that writing process, process involves a series of stepped to follow in producing a finished piece of writing. There are four elements;
1. Planning Planning is the arrangement conducted to do something. The planning stage is important because at this stage lies the idea of the purposes of writing. This may involve making detailed notes.
2. Drafting Drafting is the process of putting all ideas and thoughts in a pieces of paper which will be in the very rough form. This stage needs an editing for checking the text it is assumed as the first version of a pieces of writing as a draft.
3. Editing The way to revise and improve the first draft is called editing. Editing is essential part of preparing a piece of writing for public or publication. The many drafts prepared that have been written to be edited or revised. Once a writers have produced a draft, she or he then usually reads through what she or he has written, whether it is ambiguous or confusing. Richards and Willy stated that in editing, writers check grammars, spelling, punctuation, diction, sentence structure, and accuracy of supportive textual material
9 such as quotations, examples and the like.
4. Final draft
Final draft is the end product of a piece of writing. Once the writer has edited their draft and has made the changes if any necessary in order to produce the final draft. This may look considerably different from the both of the original plan and the first draft, because many things perhaps have been changed in the editing process.
10 The teacher plays an important role in guiding students during the writing
process. Teachers help students in developing their strategies in the writing process. Some techniques that is often used in process-oriented classrooms include brain-storming, planning, multiple drafting, peer collaboration and portfolio assessment. Teachers are also responsible in giving response towards students writing in which the language teaching often occurs explicitly.
E. Process and Approaches in Teaching Writing
Based on Brown there are two approaches in teaching writing. Those two approaches are follows
11 : 1.
Product-oriented
In Brown the compositions of product-oriented approach were supposed to:
a)
Meet certain standards of prescribed English rhetorical style; b) Reflect accurate grammar; c) Be organized in conformity with what the audience would consider to 12 be conventional.
Product-based approaches see writing as mainly concerned with knowledge about the structure of language, and writing development as mainly the 13
result of the imitation of input, in the form of texts provided by the teacher.
2. Process-oriented
In Brown adapted from Shih, process approaches do most of the following:
a) Focus on the process of writing that leads to the final written product; b)
Help student writers to understand their own composing process;
c) Help them to build repertoires of strategies for prewriting, drafting, and rewriting;d) Give students time to write and rewrite; e) Place central importance on the process of revision; f) Let students discover what they want to say as they write; g) Give students feedback throughout the composing process (not just on the final product) as they attempt to bring their expression closer and closer to intention; h) Encourage feedback from both the instructor and peers; i) Include individual conferences between teacher and student during the
14 process of composition. Process approaches focus primarily on what writers do as they write rather than on textual features, but depending on the writer’s immediate task, these approaches also consider text features.
15 F.
What to Measure in Writing Skill
Writing has some components that should be done by writer in order to get good writing. There are five components to measure writing test in the profile of writing are adopted by Jacobs in Laras: 1.
Content The measure the content of written product is not easy to do. In order to make the teacher or evaluator simple to count it, he applies several descriptors; knowledgeable, substantive, through development of thesis, and relevant to assigned topic.
2. Organization In organization there are six descriptions that have to take in good written text. They are fluent expression, ideas clearly stated/supported, succinct, well-organized, logical sequencing and cohesive.
3. Vocabulary
The good writers have to enrich their vocabularies for their writing’s quality. But it is not enough without chosen the correct vocabulary to the text. Jacob states vocabulary into four descriptors: sophisticated range, Effective word/ idiom choice and usage, word form mastery, and appropriate register.
4. Language Use As like the vocabulary, in writing evaluation, language use consists of eight descriptors; effective complex constructions, agreement, tenses, number, words order/function, articles, pronouns and preposition.
5. Mechanics Mechanics are description about the spelling, punctuation, capitalization, paragraphing, and handwriting in written product. It is as basic of the
16 evaluation in the profile of composition.
In addition, Brown explains there are many categories of writing, a.
Content that contains thesis statement; related ideas; development of ideas through personal experience, illustration, and facts opinion; use of description, cause/effect, comparison/contras; consistent focus.
b.
Organization that involves effectiveness of Introduction; logical sequence of ideas; conclusion; appropriate length. c.
Discourse that contains topic sentences; paragraph unity; transitions; discourse markers; cohesion; rhetorical conventions; reference; fluency; economy; variation.
d.
The others categories are syntax, vocabulary, and mechanics (spelling,
17 punctuation, citation of references, neatness and appearance).
G. How to Measure Writing Skill
The writer needs help from one who is regarded to have enough capability in scoring data. It is done to avoid subjectivity of scoring. The grade of writing skill is taken from criteria of writing test.
Table 2.1 Scoring Guidance and The explanation of Criterion.18 Scoring writing rubric adapted from C.Tribble Item analysis Score Criterion of scoring Excellent: knowledgeable-subtantive etc
30-27 Good: some knowledge of subject-adequate range 26-22 Content Fair: limited knowledge of subject-little substance 21-17 Very poor: does not show knowledge of subject-non 16-13 substantive.
Excellent: fluent expression-ideas clearly stated 20-18 Good: somewhat choopy-loosely organized but main 17-14
Organization ideas stand out 13-10 Fair: not fluent-ideas confused or disconnected 9-7 Very poor: does not communicate-no organization Excellent: sophisticated range-effective word/idiom
20-18 choice and usage Good: adequate range-occasional errors of word/idiom 17-14 form, choice, usage, but meaning not obscured Vocabulary